Fostering An Inclusive Stem Workforce,
2016
Cary Alan Supalo
Fostering An Inclusive Stem Workforce, Cary A. Supalo Dr.
Journal of Science Education for Students with Disabilities
The following keynote address was delivered by Dr. Cary A. Supalo at the 2015 Training Workforce and Development and diversity conference which is one of the divisions that is part of NIH’s general medical sciences. This conference was attended by over 500 program directors from all of the T32 sponsored projects in 2015. This presentation discussed the importance of a full inclusive STEM workforce that includes persons with disabilities
A Mainstreaming Story: What The Labels Leave Out,
2016
Bank Street College of Education
A Mainstreaming Story: What The Labels Leave Out, Susan Goetz
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Case study of a kindergarten child who defied the labels and evaluation reports and surprised his teachers and classmates.
Spiders & Webs: The Core Curriculum And Tutoring,
2016
Bank Street College of Education
Spiders & Webs: The Core Curriculum And Tutoring, Deborah Ostrosky
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the connection between a child's tutoring sessions and her school success.
"Ok Can We Try Now?" One Student's Communications On A Classroom Computer Network,
2016
Bank Street College of Education
"Ok Can We Try Now?" One Student's Communications On A Classroom Computer Network, Shelly V. Goldman, Carol Reich, Alison Matthews
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
A case study describing one of fifteen students at The Lexington School for the Deaf who participated in a pilot program called the Literacy Network.
Case Study Of A Quiet Child: A Graduate Student's View,
2016
Bank Street College of Education
Case Study Of A Quiet Child: A Graduate Student's View, Marilyn Bisberg
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Follows a student teacher in a therapeutic nursery school who worked with a noncommunicative young girl.
Front Matter,
2016
Bank Street College of Education
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
How To Con Your Teacher,
2016
Bank Street College of Education
How To Con Your Teacher, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.
The "Concept Teaching" Game: A Rationale,
2016
Bank Street College of Education
The "Concept Teaching" Game: A Rationale, Hal Melnick
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Teachers recognize the importance of motivation in successful children's learning and are looking for approaches to mathematics teaching that promote strong, positive feelings toward the subject. Thus, learning games have once again become part of the instructional repertoire.
The Value Of Re-Reading...Again And Again,
2016
Bank Street College of Education
The Value Of Re-Reading...Again And Again, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the importance of allowing children to re-read their favorite books.
The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities,
2016
Bank Street College of Education
The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the two major objectives of the Fisher-Landau program at Dalton: 1. To achieve early identification of specific learning abilities in otherwise intellectually gifted children in order to help them compensate for and thereby forestall some of their difficulties and academic defeats earlier in their school careers, and 2. to improve the effectiveness with which schools are able to meet the educational and developmental needs of learning-disabled children.
The Master Teacher: A Personal Reflection,
2016
Bank Street College of Education
The Master Teacher: A Personal Reflection, Carol Hillman
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.
The Role Of The Teacher In The Interdisciplinary Team,
2016
Bank Street College of Education
The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.
Front Matter,
2016
Bank Street College of Education
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
Wheels Of Fortune: The Economic Impacts Of Wheelchair Provision In Ethiopia,
2016
University of San Francisco
Wheels Of Fortune: The Economic Impacts Of Wheelchair Provision In Ethiopia, Justin L. Grider, Bruce Wydick
Economics Faculty Publications
Although approximately 1 billion people in the world live with physical disabilities, there is a lack of rigorous research on the economic impacts of providing assistive devices for persons with disabilities. This study involves 261 people with disabilities in Addis Ababa, Ethiopia, where 121 had received wheelchair donations through nonprofit organisations. Using covariate matching (CVM), seemingly unrelated regressions (SUR) and a series of robustness checks for endogeneity, it is found that those given access to a wheelchair devoted 1.75 more hours per day to work, 1.40 fewer hours per day to street begging and realised a 77.5 per cent increase …
Perspectives Of Pre-Service Teachers On Students With Emotional Disabilities,
2016
Liberty University
Perspectives Of Pre-Service Teachers On Students With Emotional Disabilities, Andrea P. Beam, Russell G. Yocum, Elyse C. Pinkie
Faculty Publications and Presentations
Perceptions of working with students of emotional disabilities or who are considered Emotionally/Behaviorally Disturbed (E/BD) is varied across the spectrum. However, one constant that does hold true is that all pre-service teachers have some hesitation in working with such students, especially if they lack any previous exposure to students with E/BD. This study compared pre- and post-test Likert-scale type surveys about pre-service teachers’ (n = 35) perceptions regarding students with E/BD. In between the pre- and post-test, the pre-service teachers were given classroom instruction and were assigned a practicum field experience to observe and work alongside students with emotionally charged …
A New Theoretical Approach To Postsecondary Student Disability: Disability-Diversity (Dis)Connect Model,
2016
St. John's University
A New Theoretical Approach To Postsecondary Student Disability: Disability-Diversity (Dis)Connect Model, Katherine C. Aquino
Administration and Instructional Leadership Faculty Publications
Disability is often viewed as an obstacle to postsecondary inclusion, but not a characteristic of student diversity. Additionally, current theoretical frameworks isolate disability from other student diversity characteristics. In response, a new conceptual framework, the Disability-Diversity (Dis)Connect Model (DDDM), was created to address disability as a multifaceted aspect of student diversity.
Effect Of Wh-Question Graphic Organizer On Reading Comprehension In Students With Autism Spectrum Disorders,
2016
Marshall University
Effect Of Wh-Question Graphic Organizer On Reading Comprehension In Students With Autism Spectrum Disorders, Josh Connelly
Theses, Dissertations and Capstones
Many students with autism spectrum disorders (ASD) struggle with reading comprehension. The study examined the efficacy of using a wh-question graphic organizer to improve reading comprehension of students with ASD. Two eighth grade students in a middle school, self-contained classroom participated in the study. The data revealed that the graphic organizer was beneficial to Student A in improving comprehension. Student B saw a decrease in scores after the introduction of the organizer. Further research is necessary to determine the efficacy of the intervention. As characteristics of ASD can vary greatly from one individual to another, it may be the case …
The Benefits Of Reading Racetrack With Flashcards, A Smartboard And Time Delay Usage In Increasing Sight Word Recognition And Fluency With Special Education Students,
2016
Marshall University
The Benefits Of Reading Racetrack With Flashcards, A Smartboard And Time Delay Usage In Increasing Sight Word Recognition And Fluency With Special Education Students, Tara J. Leffingwell
Theses, Dissertations and Capstones
The purpose of the study is to determine if the effects of using reading racetrack paired with flashcards and the enhancement of Smartboard technology with three-second time delay will increase the accuracy of Dolch Sight Word reading. The first participant was a second grade male diagnosed with an intellectual disability. The second participant was a fourth grade female born with Down syndrome and diagnosed with an intellectual disability. Data were taken on corrects and errors of selected sight words on a pre-test and posttest and during intervention. A generalization probe was conducted to see if they could read the 28 …
Improving Vocabulary Comprehension For Deaf Or Hard Of Hearing Students,
2016
Marshall University
Improving Vocabulary Comprehension For Deaf Or Hard Of Hearing Students, Tammy Gallion
Theses, Dissertations and Capstones
The purpose of this study was to pursue the best ways to use visual representation as an introduction to vocabulary to a deaf or hard of hearing student. These techniques were effective for the student to be able to maintain comprehension. The teacher used either use sign language to demonstrate the sign for the vocabulary word or finger spell the vocabulary word, identified the written word, and said the word aloud in the study. The instrument used for the pretest and posttest were ten Dolch sight words: three, yellow, down, jump, help, run, funny, big, little and play. Documentation from …
Teaching Multiple Meaning Words To Deaf And Hard Of Hearing Students Using Contextually-Based Vocabulary Instruction And Metacognitive Skills,
2016
Marshall University
Teaching Multiple Meaning Words To Deaf And Hard Of Hearing Students Using Contextually-Based Vocabulary Instruction And Metacognitive Skills, Calla Rieger
Theses, Dissertations and Capstones
The purpose of this study was to examine the effectiveness of using contextually-based vocabulary instruction and metacognitive skills to teach multiple meaning words to deaf and hard of hearing (DHH) students. Deaf and hard of hearing students have limited vocabularies and struggle to understand and use multiple meaning words and as a result, their reading comprehension suffers (Paul, 1987). Furthermore, DHH readers are less likely to use metacognitive techniques such as looking back or rereading a text to monitor comprehension, drawing upon background knowledge to define unfamiliar words, and detecting inappropriate information in passages than their hearing peers (Marschark & …
